Enhancing Intercultural Language Learning Through Virtual Exchange and Technology-Mediated Task-Based Language Teaching: A Case Between Japanese and Australian Primary Schools

Abstract

This study explores the impact of virtual exchange (VE) on Japanese primary students' English language learning and intercultural understanding using technology-mediated task-based language teaching (TMTBLT) principles. Conducted with 134 fifth graders from Kanagawa, Japan, and 133 students from Victoria, Australia, the project employed Padlet for asynchronous interaction. Results indicate that VE significantly enhanced Japanese students' motivation, engagement, and positive attitudes toward other cultures, aligning with Byram's intercultural competence (IC) framework. The project also promoted practical language use and intercultural understanding, resonating with Japan's ministry of education (MEXT) goals of integrating technology into education. Despite challenges such as scheduling conflicts and technical issues, the VE initiative demonstrated the transformative potential of technology in fostering global citizenship and intercultural competence in primary education. This research offers valuable insights for educators and aligns with post-COVID-19 educational advancements.